Background

Somali students face formidable barriers to education due to limited English proficiency, lack of resources, refugee status and lack of awareness of how to navigate the educational system. Preliminary results from a needs assessment survey of Somali youth in San Diego show that this population is marginalized within the educational system. The study found that the students face significant barriers based on their language, religion and relations with other students, teachers and administrators. In addition to these general barriers faced by all immigrants, the Somali students face specific structural barriers at the school district level including the absence of disaggregated data, the lack of a body of research on Somali student achievement and the absence of policy analysis regarding Somali education. As a result of these barriers:

1. Somali students exhibit low test-scores, low grade point averages, high suspension and dropout rates, low college admittance rates, high suspension rates and a disproportionately high percentage of Somali students tracked into special education classes.
2. Due to limited knowledge of English and education, parents are unable to assist their children with their homework or advocate for them in the school system. Parents interviewed for the study also expressed frustration with not being able to communicate with school officials due to their limited English skills. They are unable to advocate for their children effectively when discipline issues or conflicts arise. They are also unable to help them successfully navigate the educational system and prepare them for college and professional careers.
3. Parents' inability to participate in their children's education, combined with the tensions between Somali culture and the new U.S. culture has created a crisis of values in the community as a whole. Parents feel their children as losing their culture and becoming Americanized.
4. Although the School Districts attempted to adjust to the problem by requiring intensive ESL classes, teachers are not trained to teach second language learners. They are only required to add on CLADD classes for teaching English as a second language.
5. Teachers are not required to take courses about the cultures or histories of the students they teach. Many do not realize that Somali students, including the recent influx of Somali Bantus, may not have had experience with education before.

Recommendations

I. The school districts should hire Somali pupil advocates. The use of pupil advocates has been successfully implemented for African American and Latino students in San Diego School District. The advocates will be the link between the Somali community, parents, and school officials in the effort to enhance the educational achievement of the Somali students who currently experiencing problems such as lower GPAs, increasing suspensions and discipline issues in the schools.

The objectives of the Somali pupil advocates will be to inform and support students and advice school staff and administrators on how they can be more effective in educating this population. The advocates will be accountable to both the community and the school district. They will serve as highly visible role models and problem solvers providing academic support, motivational counseling and increase self-esteem through knowledge of self and other. The advocates will present or facilitate presentations on Somali culture, religion and history to both students and staff to reduce tensions caused by ignorance and miscommunication.

The specific objectives are to:

• Increase the test scores and grade point averages of Somali students
• Reduce the number of suspensions
• Reduce the drop out rates in middle and high school
• Reduce conflict between Somali and other students
• Increase retention of Somali students
• Increase self-esteem through knowledge of African heritage
• Improve attendance of Somali students

II. Intensify and improve data collection

III. Conduct additional research on how to address educational barriers for Somali students

IV. Utilize the expertise available in community organizations and universities.

V. Mandate staff training on issues of cultural competence

VI. Expand outreach to parents through information campaigns

VII. Expand English language tutorial programs

VIII. Implement nation-wide African studies programs

Contact info: Hamse Warfa, hamse24@hotmail.com

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